A presente tese apresenta uma reflexão sobre o perspectivismo nietzschiano e sua relação com o projeto de uma transvaloração dos valores, ao qual estaria subordinado. Daí falarmos num \"primado da prática\" sobre a teoria a partir de um paralelo com o pensamento kantiano, que nos fornece elementos para pensar, por exemplo, a possibilidade de um discurso \"normativo\" mesmo ali onde os aspectos \"descritivos\" da cosmologia pareciam sufocar a capacidade do homem para a ação. Torna-se plausível, desse ponto de vista, a idéia de uma \"guerra filosófica\", conduzida sob o signo do espírito livre e de sua liberdade de tipo nobre, contra o dogmatismo que teria marcado os vários empreendimentos filosóficos da história ocidental. Graças ao duplo ponto de vista de inspiração kantiana, porém, e ao propósito de não aceitar acriticamente a \"letra do texto\", uma tal guerra deixaria de atrelar-se à defesa da aristocracia e poderia associar-se a certos ideais dessa mesma tradição cultural que Nietzsche teria pretendido implodir, entre eles a liberdade individual e de criação cuja efetividade parece depender, em princípio, de um certo pressuposto democrático. / This work presents a reflection on Nietzsche\'s perspectivism and its relation to the project of a transvaluation of values, on which it would be dependent. That\'s why we conceive a \"primacy of practice\" over theory based on a parallel with Kant\'s philosophy, which enables us to conceive the possibility, for example, of a \"normative\" speech even where the \"descriptive\" elements of cosmology seemed to suppress man\'s capacity to act. It becomes plausible, from that point of view, to think of a \"philosophical war\", carried under the ideal of the free spirit and its noble freedom, against the dogmatism that would be present in all philosophical enterprises in occidental history. Thanks, though, to a Kant inspired double point of view, and to the purpose of not acritically accepting the \"exact meaning\" of Nietzsche\'s word, such a war would no more be bound to the support of aristocracy, and could be tied to certain ideals of this same cultural tradition that Nietzsche would have intended to destroy. Among such ideals, there would be individual freedom, and freedom of creation, whose effectiveness seems, in principle, to depend on a certain democratical pressuposition.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O perspectivismo nietzschiano, pela abrangÃncia de suas conclusÃes, assim como pela constÃncia de sua problematizaÃÃo, merece menÃÃo especial dentro dos temas comuns à interpretaÃÃo nietzschiana. TÃo grande quanto a importÃncia do tema, talvez apenas a dificuldade de sua abordagem. Interpretar a tese perspectivista nietzschiana significa entrar em um labirinto de possibilidades criado pela ausÃncia de sistematicidade de sua elaboraÃÃo, assim como pela pluraridade interpretativa a que deu lugar entre seus comentadores. NÃo obstante o perspectivismo, levado Ãs suas Ãltimas consequÃncias, significar uma reavaliaÃÃo da verdade como valor, nos vemos na necessidade de lhe atribuir um valor de verdade, sob pena de invalidar tanto os resultados de sua adoÃÃo quanto a validade de todo o esquema conceitual nietzschiano. Assim, investigar a possÃvel pretensÃo de verdade que uma tese epistemolÃgica como o perspectivismo nietzschiano pode sustentar, significa nos colocarmos contra toda uma tradiÃÃo que se ampara em preceitos fundacionistas e realistas, e defender uma concepÃÃo de verdade a qual nÃo se pode fundar, nem pode recorrer à realidade como seu critÃrio de validade. Mergulhados assim no problema, tendo frequentemente contra, e sà em poucas ocasiÃes a favor, toda uma tradiÃÃo de comentadores, nÃo nos caberia a palavra final. De modo que, mais do que oferecer uma interpretaÃÃo conciliativa da tese perspectivista, nos debruÃamos sobre a mesma como sobre um enigma, cuja magnificÃncia nÃo reside em sua decifraÃÃo, mas em sua inextricabilidade. / The Nietzscheâs perspectivism, by the abrangency of its conclusions, as well by the constancy of his approach, deserves special mention among the common themes in the interpretation of Nietzsche. As big as the importance of the topic, just the difficulty of their interpretation perhaps. To interpretate the perspectivism on Nietzsche, means to enter into a maze of possibilities created by the lack of systematicity of their development, as well as the interpretative plurality it provoked among his commentators. Although the perspectivism, coming to its ultimate consequences, implies a reassessment of the true as a value, we saw ourself in the need to assign to her a truth value, failing to invalidate both the results of its adoption, as the validity of any nietzschean conceptual scheme. Thus, to investigate the possible claim to truth that a thesis as the nietzschean epistemological perspectivism can sustain, means put ourself stand against a whole tradition that sustains itself in foundational and realistic precepts, and defend a conception of truth which can not be found, and which can not turn to reality as its validate criterion. So, deep into the problem, and often against, and only a few occasions to favor, a whole tradition of commentators, we can not say we have the final solution. So, rather than offering an peaceful interpretation of nietzschean perspectivism, we focus on it as on a puzzle whose greatness lies not in its deciphering, but in her insolubility.

Orientador: Maria Rita Salzano Moraes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-12T07:26:51Z (GMT). No. of bitstreams: 1 Brahim_AdrianaCristinaSambugarodeMattos_D.pdf: 1893537 bytes, checksum: 5110d88e051bfaf6f9aa973be160bc71 (MD5) Previous issue date: 2008 / Resumo: Esta investigação foi realizada através da abordagem qualitativa de pesquisa, do tipo pesquisa-ação, orientada por reflexões teóricas sobre concepções de discurso, leitura crítica e tipos de interação pedagógica. O objetivo foi avaliar - através de análises de eventos pedagógicos selecionados a partir da interação em sala de aula - uma proposta de intervenção pedagógica em um contexto de formação de professores de inglês, ou seja, o Curso de Letras. Essa proposta foi guiada pelo "perspectivismo crítico" a partir do qual sugerimos uma prática de leitura que contemplasse, por um lado, os textos e o tema ("o mundo do trabalho") presentes no livro didático de inglês, e, por outro, textos externos, de mesmo tema, que apresentassem perspectivas discursivo-ideológicas diferentes. Sendo assim, nossa análise teve como corpus as análises pré-pedagógicas e cinco aulas registradas em que atuamos como professora-formadora/pesquisadora, a partir das quais investigamos os efeitos de vários tipos de interação pedagógica que ocorrem no processo de leitura crítica que parte de uma interpretação textual, para então chegar a uma interpretação do discurso, apoiando os alunos na reflexão sobre aspectos ideológicos subjacentes, levando-os a um posicionamento de aliança ou de resistência. Para isso, o estudo foi teoricamente embasado por concepções de análise crítica do discurso, leitura crítica e por tendências interacionistas neo-vygotskianas. As análises nos mostraram que uma aula de leitura que se quer crítica pode acontecer através de diferentes tipos de interação pedagógica, sendo em alguns momentos mais e, em outros, menos contingentes. O processo de reflexão crítica sobre discursos deve partir, necessariamente, de um entendimento do discurso em si. Como professora-formadora tivemos, em alguns momentos, um papel importante de apoio nas interpretações textuais e discursivas e, em outros momentos, os alunos mostraram autonomia nas interpretações discursivo-ideológicas. Concluímos que é possível fazer um trabalho de leitura crítica com textos de um livro didático se o professor-formador alterar o modo de utilização do material, inserindo outros textos sobre o mesmo tema que apresentem perspectivas discursivo-ideológicas diferentes. / Abstract: This investigation was carried out through a qualitative approach study and action research, supported by theories about discourse analysis, critical reading and pedagogical interaction. The main goal was to evaluate a pedagogical proposal in an EFL teacher education course. This proposal was based on the critical perspectivism - a pedagogical practice which uses texts and theme (the world of work) from an EFL textbook and other authentic texts. All these texts have different ideological perspectives. The corpora were the pre-pedagogical analyses and five registered classes that were analysed to investigate the different types of pedagogical interaction effects. This was carried out in a critical reading process, which initiates with text interpretation, leading to discourse interpretation and supporting the students in the process of ideological critical reflection, therefore positioning them differently.The analyses showed that a critical reading class can take place in either a onological or a dialogical way. The critical reflection process has to start by an understanding of the discourse itself. As a researcher and an educator-teacher we had an important role concerning the scaffolding to lead students to different discourse positionings; on the other hand they had some autonomy. We have also concluded that it is possible to make a critical pedagogical work with texts from an EFL textbook if the educator-teacher changes the way of using the textbook adding to his work texts with different ideological perspectives. / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

<p>HT 2017</p>

On n’aborde jamais un texte sans une série d’acquis et de présupposés. Ceux-ci déterminent l’idée que l’on se fait du langage, du sens, du texte, de la littérature, de l’écrivain, de la lecture. Tout un ensemble d’idées non-formulées viennent conditionner l’expérience que l’on fait du texte. Dès lors, une image de la littérature opère inconsciemment dans l’esprit du lecteur et tend à limiter le panel d’expériences que celui-ci peut faire de l’œuvre. Nous croyons que cette image procède d’une certaine science critique, héritière d’une tradition philosophique qui valorise la connaissance en premier lieu. La littérature est alors asservie au projet cognitif que la communauté se donne. Nous avons souhaité proposer un nouvel abord du texte qui puisse débrider les connexions possible à celui-ci. Une approche pragmatique et empirique qui s’attache davantage à maximiser le gain éthique et existentiel en germe dans la relation à l’œuvre littéraire qu’à dégager une saisie conceptuelle de ce que serait l’œuvre. Non plus cerner ce que le texte voudrait dire, mais multiplier les branchements. Pour appuyer cette nouvelle présentation, nous avons étudié la relation entretenue par trois poètes avec la peinture (Artaud, Michaux, du Bouchet). Nous avons tenté de démontrer que leur relation au langage impliquait une autre manière de lire - davantage tournée vers les conséquences affectives et perceptives de l’expérience. En même temps que la critique d’une certaine perspective dominante sur la littérature (conventionnalisme, herméneutique, phénoménologie...) notre thèse propose, éclairée par une pluralité de regards (philosophes, peintres, poètes, tradition judaïque), un nouveau champ d’expérience. / One can’t approach a text without a series of presupposed knowledge determining the idea one makes about language, meaning, text, literature, the writer and reading. A whole ensemble of unformulated ideas influences the experience of the text one can have. Then, an image of what literature is or supposed to be operates secretly in the reader’s mind - limiting the spectrum of experiences. We believe that image proceeds from a certain critical science, successor of a philosophical tradition enhancing knowledge above all. Literature is then enslaved by the cognitive project of the community. We wished to propose a new way of approaching the text - so we could unbridle the possible connections to it. A pragmatic and empiric approach more concerned by the ethical and existential benefit of the literature encounter than by a conceptual understanding of what the work may be. Not wondering what the text means but what one can do with it. We studied the relationship between three poets (Artaud, Michaux, du Bouchet) and painting, trying to demonstrate that their relation to language is asking for a new way of reading (concerned with perceptive and affective consequences). Our thesis is both criticizing a certain dominant perspective on literature (conventionalism, hermeneutic, phenomenology...) and proposing by the means of different angles (philosophers, painters, poets, judaic tradition...) a new field of experience.

With this dissertation, firstly, I address the issue of Friedrich Nietzsche’s (1844-1900) so-called ‘immoralism’. When he calls himself an ‘immoralist’ and even ‘the first immoralist’ (EH Destiny 2), he seems to be the first philosopher to consider morality as something negative, something we had better got rid of. Yet, he favours ‘noble morality’ and ‘higher moralities’ which he insists ought to be possible (BGE 202). I shall interpret Nietzsche’s explicit claim of ‘immoralism’ and his ‘campaign against morality’ as a rejection of a particular kind of morality ¾ Christian morality ‘that has become prevalent and predominant as morality itself’ (EH Destiny 4). His ‘immoralism’ does not reject the idea of an ethical life. Nietzsche favours a ‘supra-moral’ version of life (GM II 2&BGE 257). The move from a moral to a supra-moral orientation to life implies a kind of self-overcoming, a process which has both a ‘negative’ (‘destructive’) and a ‘positive’ (‘productive’) side. Firstly, I shall give an account of the ‘negative’ side, which involves Nietzsche’s genealogical critique of morality. In his Genealogy, Nietzsche criticizes the man of ressentiment, the metaphysical two-worlds distinction: ‘true world’ and ‘apparent world’, and the ascetic ideal of the will to truth, which he considers as a will to nothingness (GM III 28). His notion of perspectivism advocates a plurality of values and perspectives as opposed to any notion of an absolute truth. Then, I shall look into his ‘positive’ ethic, as exemplified in the figures of Zarathustra and the Übermensch, and the paradox of the Übermenschas ‘the annihilator of morality’ (EH Books 1) and as ‘the designation of a type of supreme achievement’ (EH Books 1). By proclaiming a process of ‘self-overcoming of morality’ (BGE 32), I believe that Nietzsche proposes an experimental morality in order to improve mankind. He considers morality as a pose, as progress (BGE 216), and ‘mere symptomatology’ (TI ‘Improvers’ of Mankind 1). Morality is the effect, or symptom of a continuous improvement within an individual. Nietzsche seeks to make us become aware of our continuous self-improvement, that we should invent our own virtue (A 11) in order to become what we are. Nietzsche envisions the possibility of evolving a magnanimous and courageous human type who is capable of giving style to his character (GS 290), the supreme human achievement ¾ the Übermensch. His idea of the Übermensch implies a never-ending struggle for self-perfection and self-fulfilment. There are affinities between Nietzsche’s philosophy and Buddhism, such as emphasizing practice, the recognition of the transient nature of human existence, and an emphasis on impermanence. Buddhist teachings show various feasible ways to attain enlightenment and buddhahood. The path to enlightenment and buddhahood can be shown to share some features with Nietzsche’s process of self-overcoming, which leads to self-transformation and self-perfection. The emphasis on the practice of the spirit of Bodhisattva by Humanistic Buddhism seems to lend itself as complement to Nietzsche’s philosophy, a notion I explore in the concluding chapter of the dissertation. / Dissertation (MA (Philosophy))--University of Pretoria, 2005. / Philosophy / unrestricted

Thesis abstract This thesis, "Dialogical Approach to Truth in the Plurality of Cultures and Religions" has two main goals, theoretical and applied one. It defends the importance of contextual relativism and perspectivism for the dialogue of two different discourses using a theory of language games. An individual lives in his or hers own special historical and geographical situation, in particular psycho-physical condition with a limited perspective through which he perceives the surrounding world. Only if the individual could be aware of these limits, to be able to renounce a tendency to generalize his own point of view without confronting the others within a dialogue. It is possible to judge the truthfulness, functionality and the level of development of any discourse only in the context and within the categories of the discourse itself. This approach is reflected in the field of interreligious dialogue by the idea of post- pluralism. It stresses the uniqueness of each independent religious discourse, while refusing both superiority of any particular religion on one hand and merging all religions into one common group on the other. One cannot discover the ultimate truth due to the lack of "general perspective" over all religious traditions and, therefore, he cannot judge ("This religion is the only true",...

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This thesis explores Friedrich Nietzsche's use of history for philosophical purposes, focusing on two central themes in Nietzsche's writings: the genealogical methodology, and perspectival epistemology. My aim is to demonstrate how Nietzsche's concept of "historical philosophizing" is intricately connected to his moral philosophy. Using a genealogical methodology, Nietzsche traces the historical development of moral concepts back to their foundations, unveiling the underlying power structures and complex mechanisms that underpin moral discourse. Additionally, perspectival epistemology challenges conventional notions of truth and objectivity, serving as a critique of moral semantics. I argue that these elements are interconnected and should be studied as parts of a unified whole. By providing insights into an overlooked theme in Nietzschean methodology, this essay may enrich our understanding of his philosophy as well as contribute to broader debates within contemporary philosophy.

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